How to Choose a Preschool in Phnom Penh for an International Family

Prepared by the NovAsia Editorial Team

Choosing a preschool in Phnom Penh can easily become a comparison of famous names and tuition fees. Parents look at the swimming pool, British or international curriculum, number of foreign teachers and distance from home. Yet for a three-year-old, the outcome is more often shaped by simpler questions: does the same trusted adult welcome the child each morning, can staff comfort without punishment, how many children are actually in the room, and can the child eat, sleep and play outdoors safely?

Phnom Penh's early-years sector is diverse. It includes small nurseries, bilingual and local private preschools, and large international schools that continue through secondary education. One setting may offer a half-day place from age two, another may start at three, while a third uses its own labels for nursery and pre-primary groups. Terms such as *Nursery*, *Pre-K*, *Early Years*, *Junior Kindergarten* and *Kindergarten* mean little without the children's actual ages and the daily timetable.

Start by clarifying the age structure

Cambodia's Ministry of Education generally describes preschool education as serving children of roughly three to five years. The private international sector uses a wider age range.

Current official school information illustrates the variation:

• Canadian International School of Phnom Penh has historically offered early-years entry from 18 months, subject to current placement and availability;
• Northbridge International School Cambodia provides an early-learning pathway within its primary programme for children from around age two;
• International School of Phnom Penh places Early Years 1 children from age three by its stated cut-off date;
• Shrewsbury International School Phnom Penh offers Pre-Nursery from age two and a British Early Years Foundation Stage pathway;
• Footprints International School uses its own Nursery, Pre-K and Kindergarten structure across bilingual and international streams.

These examples should not be treated as permanent universal rules. Age cut-offs, campus arrangements and available places may change by academic year. Parents need a table of confirmed facts rather than a translation of the class name.

Look beyond the current year. A nursery may be a good fit now, but the family may face a large capital fee, reassessment or limited places when the child moves into the main school.

International, bilingual or local private preschool

These options do not form a simple ladder from “worse” to “better”.

International school

Usually teaches mainly in English, follows an international or national overseas curriculum and provides a pathway into later grades.

Potential advantages:

• continuity through primary and secondary school;
• a consistent English-language environment;
• documentation familiar to internationally mobile families;
• admissions support for newcomers;
• larger facilities and specialist teams;
• transport and after-school services;
• a broad international parent community.

Possible trade-offs:

• high total cost;
• a long daily journey;
• a large and stimulating campus that may overwhelm a very young child;
• additional application, enrolment or capital charges;
• curriculum branding that is stronger than the practice in one particular class;
• staff turnover in an expatriate workforce.

Bilingual preschool

May combine English and Khmer, English and French, or another language pair.

Potential advantages:

• connection with the local environment;
• a more accessible fee in some settings;
• practical Khmer communication with carers and relatives;
• suitability for mixed-nationality families;
• a smaller, more home-like scale.

Possible trade-offs:

• “bilingual” does not reveal how much time is spent in each language;
• one English lesson a day may be marketed as immersion;
• teachers and assistants may use different behaviour approaches;
• progression into later grades may be unclear.

Local private preschool

Often serves Cambodian families and uses a Khmer programme with additional English.

Potential advantages:

• proximity to home;
• lower cost in many cases;
• local friendships;
• natural exposure to Khmer;
• simpler daily logistics.

Possible trade-offs:

• communication between parents and administration;
• variable teacher training;
• larger groups;
• discipline practices;
• transition into an international primary school;
• limited learning-support resources.

The best model depends on the family's plans. A family staying for two years may value continuity in English. A family settling in Cambodia may deliberately choose a strong bilingual environment.

Judge the curriculum through the daily routine

International Baccalaureate, British Early Years Foundation Stage, Canadian, Montessori and play-based learning all sound convincing. The label does not guarantee equal quality between two classrooms, even in the same organisation.

During a visit, ask:

• what a normal morning looks like;
• how much time children have for self-directed play;
• how much adult-led teaching is used;
• whether worksheets are used and for how long;
• whether children can choose activities;
• how language and early mathematical thinking are developed;
• whether children go outdoors every day;
• how development is observed and documented;
• what parents receive beyond photographs;
• what happens when a child refuses an activity;
• whether homework is given;
• how the class prepares children for the next stage.

For children aged two to five, a strong programme should not look like an early version of Grade 1. Young children learn through play, movement, stories, conversation, construction, creative work, routines and relationships. If the school's main evidence of learning is a stack of identical worksheets, ask how much of the day they occupy and whether the work is developmentally appropriate.

Northbridge links its early-learning programme to the IB Primary Years Programme. ISPP is an IB World School with an established early-years pathway. Shrewsbury uses a British EYFS approach, while Canadian International School and Footprints use their own curriculum structures. These are useful indicators, but parents still need to see the particular room, teacher and daily practice.

The lead teacher and assistants matter more than nationality

For a preschool child, the quality of the adult is not a brochure detail.

Ask:

• who will be the lead teacher;
• what qualifications that person holds;
• whether they specialise in early childhood;
• how long they have worked at the school;
• whether they have experience with this age group;
• whether they hold current first-aid training;
• what safeguarding training they have completed;
• which languages they speak confidently;
• how many assistants are present;
• who covers absence and breaks;
• how many staff left during the previous academic year, including mid-year departures.

A foreign passport is not a teaching qualification. A stable and well-trained Cambodian educator who knows the child's language may be far more effective than a recently arrived foreign adult with limited early-years experience.

Meet the likely classroom teacher, not only the admissions officer. Observe whether the adult:

• gets down to the child's level;
• speaks calmly;
• notices quiet children as well as confident ones;
• helps children resolve conflict with words;
• understands the class routine;
• knows children by name;
• works consistently with assistants.

If the school cannot name the teacher before the start date, ask when appointments will be confirmed and how parents are informed about staff changes.

Ask for both class size and the number of adults

“Small classes” means little without numbers.

Two figures matter:

1. The maximum number of enrolled children.
2. The number of adults physically present through the day.

A class of 18 with a teacher and two trained assistants may function better than a class of 12 with one exhausted adult. An assistant who appears only at lunch should not be counted as a full-time classroom adult.

Ask:

• how many children are enrolled now;
• the maximum class size;
• how many teachers and assistants are normally present;
• whether a relief member of staff is available;
• who remains during staff breaks;
• how sleep time is supervised;
• who helps with toileting;
• how many adults accompany outdoor play;
• whether groups are combined early and late in the day;
• whether staffing changes during holidays.

For children under three, feeding, toileting and emotional regulation require substantial adult time. The staffing model should reflect that.

A quiet class during one visit may be only partially enrolled. Ask whether admissions continue throughout the year.

Supporting a child who does not yet speak English

Young children often acquire a new language quickly, but the first weeks can still be difficult. A good school does not interpret silence as limited ability.

Confirm:

• whether a gradual start is possible;
• whether a parent may remain briefly during the first days;
• whether any staff member speaks a familiar language;
• whether visual schedules and picture prompts are used;
• how staff identify basic needs;
• how eating, sleep and toileting are reported;
• what expectations exist for spoken language;
• how the home language is respected;
• whether language support attracts an additional fee later;
• whether mid-year admission is accepted.

Some international schools explicitly state that prior English is not required for their youngest groups. Treat this as an admissions condition, not proof of the quality of support in the classroom. Ask how a child says “water”, “toilet”, “hurt” or “help” on the first day.

Parents can prepare a short list of important words and routines for the teacher. They should not abandon the home language in an attempt to accelerate English. Strong communication at home supports relationships, emotional security and later learning.

Emotional safety matters more than early academic pressure

Ask how staff respond when a child:

• cries;
• hits or bites;
• will not share;
• refuses food;
• does not sleep;
• has a toileting accident;
• hides or remains silent;
• resists a transition;
• repeatedly asks to go home.

“Strict discipline” requires explanation. Does it involve isolation, public shaming, physical punishment, forced eating or other harsh practices? Which approaches are expressly prohibited?

A strong school should describe emotional co-regulation, clear boundaries, observation, age-appropriate support and communication with parents.

There should also be a written safeguarding policy. Parents need to understand:

• how concerns are reported;
• whether staff are screened;
• how changing and toileting are supervised;
• whether one-to-one contact is observable;
• how photographs are authorised;
• who may collect the child;
• how visitors are controlled;
• how cameras are used;
• how incidents are recorded;
• how medicines are stored;
• what happens when a concern involves a member of staff.

A beautiful campus does not compensate for an unclear safety system.

Toileting and personal care

Requirements vary widely. Some settings accept children in nappies, while others expect independent toileting.

Ask:

• whether nappies are accepted;
• how often they are changed;
• what parents supply;
• how toilet learning is supported;
• how accidents are handled;
• who provides assistance and under what procedure;
• how supervision and privacy are balanced;
• how handwashing is organised;
• how soiled clothing is stored;
• how parents are informed;
• whether an additional fee applies;
• whether there is an age by which independence is expected.

Do not conceal the child's actual needs to secure admission. It creates stress for the child and leaves staff without an agreed care plan.

For older groups, check where toilets are located. A bathroom down a long corridor changes the supervision requirements.

Sleep, meals and drinking water

A full-day setting should explain:

• where children sleep;
• whether each child has a separate mat or bed;
• who provides and washes bedding;
• how sleep is supervised;
• what non-sleeping children do;
• whether children are woken;
• how temperature, light and noise are managed;
• whether a comfort item is allowed.

Forced sleep can create a daily conflict, while no rest period may exhaust a younger child.

For food, ask:

• whether meals are prepared on site or delivered;
• where menus can be reviewed;
• how allergies are managed;
• whether vegetarian or religious options are available;
• how much added sugar is used;
• what drinking water is provided;
• how food is stored;
• what happens if a child does not eat;
• how choking risk is managed;
• whether staff have first-aid training;
• whether children share food;
• how birthday treats are handled.

Lunch, snacks, milk and water may be charged separately. Confirm what is included.

“Tell us about allergies” is not a complete protocol. Ask where emergency medication is kept, who is trained to use it and how substitute staff see the plan.

Health, illness and medication policies

Schools may request vaccination records, medical forms, birth certificates, passports and emergency contacts.

Parents should obtain written rules covering:

• fever thresholds;
• vomiting and diarrhoea;
• return after infectious illness;
• administration of medication;
• consent for emergency treatment;
• injury reporting;
• recording of minor incidents;
• destination hospital or clinic;
• outbreak communication;
• response to poor air quality;
• mosquito control;
• sun protection.

Strict illness rules may be inconvenient but reduce transmission. A very permissive approach can lead to constant infection.

Ask how quickly a parent must collect a sick child and which alternative adults are authorised. A medical room does not necessarily mean a nurse is present all day.

Outdoor space must work in heat and rain

Phnom Penh's climate affects how outdoor facilities are used. A large uncovered playground may remain empty for much of the day.

Check:

• shade;
• outdoor timetable;
• heat policy;
• indoor alternative during rain;
• drainage;
• surface temperature;
• response to poor air quality;
• mosquito control;
• water-play procedure;
• fencing and gates;
• separation of children and vehicles;
• maintenance;
• age-separated areas.

Ask how many minutes children actually spend outdoors during the hottest and wettest periods.

Inside, observe daylight, ventilation, air-conditioning, damp smell, chemical odour, noise, number of toilets, exit routes, furniture stability and storage of small objects.

A tour immediately after deep cleaning may not show normal conditions. Where possible, visit while the class is operating normally.

Fire safety and collection of children

An evacuation plan must work for children who cannot follow complex instructions independently.

Ask:

• how often drills take place;
• where the assembly point is;
• how stairways are used;
• how the youngest children are moved;
• how attendance is checked;
• how parents are notified;
• what happens during a lockdown or inaccessible building;
• whether alarms, extinguishers and emergency lighting are maintained;
• how a bus incident is handled;
• whether backup power supports essential systems.

Collection procedures should cover:

• an authorised-person list;
• identification checks;
• card, app or code systems;
• late collection;
• separated parents;
• changes requested by telephone;
• drivers and nannies;
• older siblings;
• custody documents.

A guard who “knows the family” is not a complete safeguarding system.

The school bus is a separate service to assess

A bus may solve the location problem but adds travel time and safety questions.

Confirm:

• actual route;
• pickup window;
• expected journey time;
• presence of an attendant;
• seat belts or child restraints;
• age and condition of vehicles;
• driver screening;
• tracking;
• air-conditioning;
• emergency telephone number;
• procedure ensuring no child remains on the bus;
• absence confirmation;
• cost;
• one-way options;
• ability to change the route.

A young child spending 70 minutes on the bus each way may lose more than the school gains. Test the route at school time.

Do not sign a long residential lease because an address appears to sit inside a bus zone. Obtain confirmation that the exact building can be served.

Assess the daily triangle: home, preschool and work

Distance between home and school is only one part of the journey. Consider:

• morning traffic;
• who collects the child;
• the backup collector;
• routes for older siblings;
• the nearest suitable hospital;
• wet-season traffic and flooding;
• reliance on a bridge or a single major road;
• parking and drop-off arrangements;
• taxi availability;
• whether the route can be managed with a pushchair.

Four kilometres may take longer than eight. A 10 a.m. visit does not show the 7:30 a.m. journey. If the parents work in different districts, decide who can reach the school when a child is ill or injured.

Do not commit to a long-term apartment merely because a school says a place is “likely”. Obtain written confirmation of admission first.

Admission, waiting lists and evidence of a place

A preschool may request:

• application form;
• passport or birth certificate;
• photographs;
• vaccination or medical record;
• previous reports for older children;
• language and learning information;
• documentation of additional needs;
• application fee;
• enrolment deposit.

Ask:

• whether admission is open throughout the year;
• whether mid-term entry is possible;
• how the waiting list works;
• whether siblings receive priority;
• whether corporate places exist;
• whether an assessment or interview is required;
• whether a trial day is available;
• when a decision is made;
• when the deposit must be paid;
• whether it is refundable if the move is cancelled;
• whether a new deposit is required for the next year.

“Application received” does not mean “place confirmed”. Normally, the family needs a written offer and completion of the required payment.

Tuition is only part of the first-year cost

Schools use different fee structures: tuition, application charge, enrolment or capital fee, deposit, meals, transport, uniform, extended day and activities.

A first-year total may be expressed as:

Tuition + application + enrolment + capital fee + deposit + meals + bus + uniform + activities + extended day

A returning-year total may be:

Tuition + annual fees + meals + bus + optional services

Clarify:

• which amounts are refundable;
• whether the deposit is credited;
• instalment surcharges;
• refund on withdrawal;
• notice period;
• late-payment fee;
• sibling discount;
• corporate discount;
• early-payment discount;
• currency;
• bank charges;
• tax treatment;
• summer programme.

Do not compare a monthly nursery price with an international school's annual tuition without putting them on the same basis. A half-day place may be cheaper but require a nanny for the afternoon.

Calendar and school holidays

International schools often run from August to June. Local and bilingual preschools may follow a different calendar.

Confirm:

• start date;
• teaching days;
• holiday periods;
• Cambodian public holidays;
• summer programme;
• staff-training days;
• early dismissal;
• parent conferences;
• weather closures;
• childcare during holidays;
• re-enrolment date.

Parents working in Cambodia may have far fewer leave days than the school. Holiday care requires a separate plan.

A preschool open all year may use a different team during breaks. Ask whether the usual teachers and routine remain in place.

Additional learning, developmental or behavioural needs

A school should be honest about its capacity.

Ask:

• whether learning-support specialists are available;
• whether speech or occupational support exists;
• whether a psychologist is available;
• how inclusion in the regular class works;
• whether a one-to-one aide is required;
• whether an external specialist may attend;
• additional fees;
• whether an individual plan is used;
• whether a diagnosis is required;
• how information is protected;
• under what circumstances admission or enrolment may be declined or ended.

“We accept every child” says little without actual resources. An honest limitation is safer than admitting a child without the ability to support them.

A school noticing a developmental concern should communicate observations carefully and refer the family to a qualified professional rather than make its own diagnosis.

How to inspect a preschool in one visit

Before the visit

Review:

• curriculum;
• fees;
• calendar;
• safeguarding policy;
• illness rules;
• admission and refund terms;
• transport;
• accreditation;
• age placement.

During the visit

Observe:

• whether children are engaged or passive;
• the tone used by adults;
• response to crying;
• noise level;
• adult numbers;
• toilet condition;
• smell and ventilation;
• actual outdoor use;
• entry security;
• collection procedure;
• sleep and meal arrangements;
• whether children's work is individual or merely identical display pieces.

After the visit

Speak with current parents, but distinguish facts from personal preference. One family may value a strict routine while another finds it excessive.

Request:

• complete fee table;
• sample daily schedule;
• calendar;
• key policies;
• information about the likely teacher;
• actual class size;
• written offer of a place.

Do not pay immediately because “today's discount” is expiring when the documents have not been reviewed.

Warning signs

• parents are not shown the actual classroom;
• no written fee table;
• refund terms are unclear;
• the teacher is unknown;
• frequent substitute staffing;
• class numbers are avoided;
• mixed age groups without a clear reason;
• children spend most of the day watching screens;
• staff describe punishment rather than guidance;
• forced eating;
• no safeguarding policy;
• poor collection control;
• incidents are not documented;
• strong damp smell;
• no shade outdoors;
• bus route is unconfirmed;
• hidden capital or enrolment charge;
• progression to the next stage is unclear;
• advertised English does not match classroom practice;
• no plan for a child without English;
• payment demanded before documents are issued.

One warning sign may have an explanation. Several together suggest a weak system.

Adjustment and a trial period

Some schools offer a trial or gradual start; others require full enrolment.

A practical adjustment plan may include:

• shorter days at first;
• the same adult bringing the child each morning;
• a familiar comfort item;
• brief and predictable goodbyes;
• a short message from the teacher;
• monitoring food and sleep;
• avoiding several other major changes at home;
• a review after two weeks;
• an agreed point for changing support if progress is poor.

Crying at separation does not automatically mean the preschool is unsuitable. More concerning patterns include a child who remains highly distressed all day, stops eating or sleeping for a prolonged period, has unexplained injuries, fears a particular adult, loses skills without discussion, experiences constant staff changes, or has concerns dismissed by the school.

Parents do not need continuous photographs. A teacher cannot supervise well while documenting every moment.

Transition to primary school

For a family staying several years, ask:

• whether a place in the next stage is guaranteed;
• whether a new enrolment fee is charged;
• whether another assessment is required;
• what language level is expected;
• how the age cut-off is applied;
• whether enough places are available;
• whether the same curriculum continues;
• what support is available;
• whether the campus changes;
• how much fees rise.

An all-through school reduces transitions but can commit the family to escalating costs. A small, excellent preschool may be the stronger choice for early childhood, with primary school selected separately later.

A practical decision matrix

Weight only what matters for the child and family.

This is only an example. For a child with a medical need, health may carry 30%. For a family without a car, location may matter more. Do not give the beauty of the campus 20% and staff stability 5%.

The best preschool is not necessarily the most expensive or the best known. It is a place where the child is safe, known by the adults, able to communicate basic needs, given developmentally appropriate play and not exhausted by the daily journey.

This material is for general information and is not individual educational, medical or legal advice. Curriculum, staffing, fees, admission and policies should be confirmed for the specific academic year and child.

Sources

1. Ministry of Education, Youth and Sport of Cambodia — Education Strategic Plan 2024–2028 and official early-childhood education statistics and policy materials. Accessed 19 July 2026.
2. International School of Phnom Penh — official early-years, age-placement, accreditation, admissions, transport and fee information for the relevant academic year. Accessed 19 July 2026.
3. Northbridge International School Cambodia — official early-learning curriculum and fee materials for the relevant academic year. Accessed 19 July 2026.
4. Canadian International School of Phnom Penh — official age, admissions, language-support and fee information for the relevant academic year. Accessed 19 July 2026.
5. Footprints International School and Shrewsbury International School Phnom Penh — official early-years, admissions, curriculum and fee materials. Accessed 19 July 2026.

Frequently asked

At what age do preschools in Phnom Penh accept children?

Cambodian public statistics generally describe preschool education as serving children aged three to five, while private international schools may admit children from 18 months or two years.

Does a child need English before admission?

Not always. Some schools admit younger children without prior English. Parents should still ask how staff support a child who cannot yet express basic needs in the classroom language.

What matters more: the curriculum or the individual teacher?

For a young child, the daily teacher, staff stability, adult-to-child ratio, routines and emotional safety usually matter more than an impressive curriculum label that is not delivered well in practice.

Should the preschool be linked to the child's future primary school?

A linked pathway can make transition and admission easier, but it is not essential. First assess the quality of the current environment, daily journey and adjustment, then verify entry conditions for Reception, Kindergarten or Grade 1.